Educational Experiences of First-Generation Women Community College Students of Nontraditional Age

Abstract

This dissertation reports the results of an ethnographic study done at a technical community college in the southeastern United States. A qualitative research methodology was employed to record current issues surrounding the educational experiences of first-generation women community college students of nontraditional age and understand in greater depth, daily experiences as well as the degree to which norms established within a group's culture, class, and race affect educational attainment. This study discloses the challenges, motivation, and personal aspirations of the identified group of participants who engaged in this research.

This research demonstrated the positive transformations education made in the lives of participants, their children, and their communities. Successful learning experiences in adult education programs at the community college resulted in increased self-confidence, a greater sense of independence for all participants, and cultural mobility. School became a place where first-generation women of nontraditional age found self-worth and a sense of identity. First-generation women students of nontraditional age who had tremendous familial support and found significant motivation from family, community, and children persisted in academic endeavors and reached their intended goals in spite of great adversity.